The Role of AI Tools In Shaping Teaching Practices for Design and Communication Skills: A Study in Ghana

Abstract

The integration of Artificial Intelligence (AI) into education offers transformative possibilities for enhancing design and communication pedagogies, particularly in resource-constrained settings. This study examines the adoption, impact, and barriers to AI use in Ghanaian secondary and technical education, with a focus on design-related subjects. Using a quantitative cross-sectional design, data were collected through structured questionnaires administered to 108 teachers. Findings highlight a pronounced disparity between teachers’ recognition of AI’s pedagogical potential and its actual implementation. Respondents widely acknowledged AI’s capacity to support student-centered learning, enrich teaching strategies, and improve outcomes (all p < 0.001). However, adoption remains limited. Reported barriers include inadequate ICT infrastructure (62%), lack of formal training (only 23.1% had received any), ethical concerns, and poor alignment with existing curricula. Logistic regression further identified postgraduate qualification, AI-specific training, adequate ICT resources, and engagement with technical subjects as significant predictors of adoption. The results underscore a systemic digital divide that continues to constrain the pedagogical use of AI in Ghana. While its value for fostering innovation in design and communication education is evident, sustained progress requires coordinated policy and institutional support. A multi-pronged strategy is essential prioritizing investment in digital infrastructure, comprehensive and discipline-specific teacher training, ethical frameworks, and curricular reforms tailored to local contexts. Addressing these gaps will enable more equitable and effective AI integration, advancing both educational quality and technological capacity within resource-limited environments.

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